Anne Trout

1
Anne Trout

• PSHE Consultant Drugs/Crime and disorder
• Nottinghamshire County Council
• Keeping On Track

2
Drug Education in Key Stage 2Year 3 and 4

• A life skills programme for growing up in a drug
  using world.
• Written by
• Nottinghamshire Teachers and Children.

3
Where does it fit in?

• Extensive research has shown the need to develop
  the Keep On Track programme. The main findings
  were
• Children were concerned about behaviour around
  alcohol.
• Children did not understand safe behaviour if
  they come into contact with needles or syringes.
• Children were not aware that medicines are drugs
  and about safety issues surrounding their use.
• Parents/carers wanted to be more involved in
  their childrens learning linked to life skills
  education.

4
Keep On Track

• A life skills programme that teaches children
• about safety with medicines
• about the effects of cigarettes and smoking
• about the effects of alcohol
• about weighing up risks and considering
  consequences
• about pressures and influences
• It is an 8-week programme centring around a
  fictional street, called Pride Place.

5
Welcome to Pride Place.
6
Keep On TrackLesson 6

• Learning Objectives
• I know that alcohol consumption can affect people
  in different ways.
• I know that some people may act irresponsibly
  while under the influence of alcohol.
• I know that at my age it is illegal to be sold
  alcohol.

7
Our class rules?

• What are our rules for discussion in class?
• When talking about something you have seen or
  heard use the phrase Someone I know, but dont
  use real names.
• Any worry box issues?

8
Last Week.
What did we learn last week?

• There are different ways to keep safe by saying
  no.
• There are people who can help us.
• I understand how to think about consequences and
  risk.

9
Susans Family.
10
What are the safety issues?

• What do we know already about alcohol?
• It is illegal for anyone under the age of 18 to
  be sold alcohol.
• Alcohol consumption can affect people in
  different ways.
• Some people may act irresponsibly while under the
  influence of alcohol.

11
Diamond Nine.

• Imagine that you had to walk past a group of
  young people on the street.
• How would you feel?

They might shout at me.
They might hurt others.
They might break things.
They might call me names.
They might make me feel frightened.
They might frighten others.
They might damage /spoil things.
Add your own idea if you want.
They might harm me.
12
Diamond Nine Activity

• Work in pairs.
• Decide which character you would like to be ...
• A character from Homework 1
• One of the children
• Mira (Taras 6 year old sister)
• Susan Roberts
• Rebecca Johnson (Chriss mum)
• Ada and/or Bert Smith
• Leroy
• Other character

13
Diamond Nine Activity

• Think about how each character might feel about
  the situation.
• Put the statement that you think they most agree
  with at the top.
• Underneath this, put the next two statements you
  think theyd most agree with.
• And so on, until you have a diamond shape

14
Have Pride in Pride Area
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We need the following characters.

• Young person
• Lisa Haris
• Mr Sam and Mrs Rebecca Johnson
• Mr Richard and Mrs Maria Parkes
• Bert Smith
• Mr Simon and Mrs Emily Lee
• Emma Poole
• Community Police Officer
• Anybody else?

• Chairperson
• Mrs Roberts
• Leon Jennings
• Chris Johnson
• Toby Parkes
• Ada Smith
• Sue Lee
• Tom Poole

16
Community Centre Meeting

• A meeting has been called for the residents of
  Pride Place to discuss the issues of underage
  drinking.
• We will be taking on the roles of different
  characters, to discuss the issues and to put
  forward how that character feels about the
  situation.
• Everyone in the class is part of the audience.
• The characters need to explain how they feel.
• The young people need to explain their feelings
  and why they acted in the way they did.
• The audience need to offer suggestions to make
  the community a happier one.

17
Who could you talk to?

• Who could you talk to if you had a problem
  concerning alcohol?
• Someone in school that you can trust
• A friend
• A member of your family
• School Nurse
• National Alcohol Helpline
• 0800 917 8282
• Frank
• 0800 77 66 00

18
Write a reply to Mrs Roberts.

• School Name and address
• Date
• Dear Mrs Roberts,
• Today we have learned that
• We hope this information will be useful and will
  help you with your problem.
• Best wishes

19
Learning Board.
20
Homework.

• Think of three ways you could help all the
  residents of the street.
• Create a happy and safer community for everyone.
• Dont forget young, old, male, female and
  religious beliefs.

21
Quiet Reflection Time.
If you have any worries, please feel free to
write a note and post it in our worry box. You
can talk to the teacher at any time.
22
Keep On TrackLesson 7

• Learning Objectives
• To understand that alcohol is measured in units,
  and the effects depend on the amount of units
  drunk.
• Alcohol can harm.

23
Our class rules?

• What are our rules for discussion in class?
• When talking about something you have seen or
  heard use the phrase Someone I know, but dont
  use real names.
• Any worry box issues?

24
Last Week.
What did we learn last week?

• It is illegal for anyone under the age of 18 to
  be sold alcohol.
• Alcohol consumption can affect people in
  different ways.
• Some people may act irresponsibly while under the
  influence of alcohol.
• Who to talk to if we have problem concerning
  alcohol.

25
Sue-Lees Family.
26
What are the safety issues?

• What do we know already about alcohol?
• The effects of alcohol depend on how much is
  drunk.
• Alcohol is measured in units.
• It is illegal to sell to under 18 year olds.
• It can make you feel sick, wobbly, sleepy, angry,
  relaxed, giggly and dehydrated.

27
Keep Aware Card.

• Make a list of the different drinks you know.
• Sort into groups labelled alcoholic and
  non-alcoholic.
• Why did the man in the park act the way he did?
• Why do people react differently to alcohol?

28
The Human Body.

• We will take two identical beakers of water.
• They have the same amount of water in them.
• Imagine that each beaker is a human body and the
  water is the blood.
• What do you think will happen if I put 3 drops of
  food colouring into one beaker and several drops
  of food colouring into the other?

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What is the conclusion from the experiment?

• What do you think this tells us about alcohol?
• What are the harmful effects of drinking alcohol?
• These might be medical, physical, emotional,
  social or financial.
• The effects of alcohol depend on how much is
  drunk.

30
Lets reconvene the forum from last week.

• We need the characters from the street from last
  week.
• We need some new characters.
• Two doctors (to give information on health
  issues)
• A financial adviser (to talk about the cost of
  buying alcohol)
• Two police officers (to talk about legal
  implications)
• Think about the homework from the last lesson.
  What ideas did you have to make the area a better
  place?
• You might want to raise these ideas at the forum.

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What happened?

• Do you think our characters have managed to work
  together to improve things?
• What have you learned from this forum?
• How could we use these ideas for where we live?
• Who could people turn to if they needed help?

32
Write a reply to the children.

• School Name and address
• Date
• Dear children,
• Today we have learned that
• We hope this information will be useful and will
  help you with your problem.
• Best wishes

STAY SAFE ALCOHOL CAN BE HARMFUL KEEP ON
TRACK SAFE and SURE
33
Learning Board.
34
Homework.

• Write your own letter explaining about some of
  the things that you have learned.
• Include how you have felt about the programme.
• The thought bubbles will help you.

35
Thank you for listening.
If you have wish to contact us please
email ontrack_at_nottscc.gov.uk www.ontrack.org.uk